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Teacher quality
Principal leadership
Parent involvement
Great experience so far. My son is now a 7th grader and getting ready to go to the Catalina Marine Institute w/the rest of the class. He is learining so much and in honors classes but is having fun while doing it and making great friends. The school is large but the kids and staff seem to be well connected. My husband and I are happy with HMS and our son is too.
—Submitted by a parent
This school ruined my life. the only reason i got up in the morning and went was because i had to. do NOT send your children here..they will most likely come home crying everyday about how much they dislike the teachers, staff, other students, etc. They arent fair at all and dont use logic. they seriously need to learn how to run a school AND three principals..that makes total complete sense! so yea...this school is horrible. i cannot wait until high school!
the vice principal and some office lady's are horrible ... other than that I suppose it's an ok school.
im in 8th grade now and i think this school is soo much fun im going on the east coast d.c trip soon and i cant wait there's no drama at all man love the teachers 2 there so nice!!if i would pick any middle school it would be hillsdale middle school
iam a student currently at hillsdale i moved there last year i had some problems but other then that it has been a really good almost 3 years there way better then la mesa middle. if u r thinking about going to la mesa middle look at the reviews first there not that good i went there and i was being threaten and crap like that so i moved and me and my mom have been really happy there. the people in the office are amazing i love then all even Mrs.Wendy and Mr. humaka and Mrs, Conway. people don't like then and talk bad about them but they are doing there job. they let them have freedom and have more opportunities to do more stuff. like when we go on field trips we all and the skewl set a good example and we get asked to come back again.
—Submitted by a student
This is a great school. I went there for 7th grade. For the year i was there, it was awsome. All the teachers are nice. This school is somewhat strict but not a lot, they don't go over insane. I would have kept going to this school, but i moved to Lemon Grove district, and now i'm moving to Mississippi. But I am a former student, and i loved this school. This is by far one of the best schools i've been too. I have moved a lot, and i've been to many not so good schools, This is a good school:)
—Submitted by a student
Im a student at hms. Its the best school ive ever been to!! the teachers are great i havent had a bad teachers in my 2 years there! its a big school but i love that because i meet so many new people everyday!
—Submitted by a student
I like Hillsdale Middle School because of all the help of the drama and music department. It really helps students believe of acheiving their goals. Oh and their cst scores are amazing!!!!!
—Submitted by a student
The honors teachers have been OUTSTANDING throughout the three years we have been there. Marvelous does not begin to describe them. Mr. Reed and Mr. Cauldwell take the kids and turn them into glorious musicians, giving their heart and soul to the students. Downside: lots of out of control kids and bully time with disrespect for the teachers. But, the teaching staff and music department deserve a 10 star rating!
—Submitted by a parent
We were concerned about our son's transition from elementary to middle school (a 500 to a 1500 student campus). Our insecurity was fed on the first day of school last August (2007) when the schedules were finally distributed after 8:30 a.m. (they were promised two weeks prior) and my son's 'zero period' teacher didn't show up until 15 minutes after the class was to start. After that, it was smooth sailing. Academically our son had a very rough beginning at Hillsdale and thanks to his core teachers (Mrs. Scarbrough and Mrs. Herman) special attention and genuine care he ended the year with a strong B average.
—Submitted by a parent
Hillsdale is a wonderful school academically. The school appeals to a wide variety of interests. The music program is wonderful, especially the band. Mr. Caldwell is an amazing leader. And honors drama gives kids who probably wouldn't have the opportunity to perform anywhere else a great introduction to theatre.
—Submitted by a parent
Overall the school is great. As the other reviews state, the band program is one of the best in the state, if not the best. The students feel safe and are treated well. I have one issue and that is with how science is taught in the 6th grade. Science/Math and Language Arts/Social Studies are taught on a block schedule which is fine if each subject is given equal time, which science is not, math takes the priority. With the lack of focus on science I feel that the students may not be prepared for the demands of upper grade science, and are not receiving a well-rounded education in the 6th grade.
—Submitted by a parent
Good school but a few teachers need to get out of there (math and science). Most teachers are good. Mrs. Sniffen and Mrs. Jones are the best!
—Submitted by a parent
This school by far is the best! My H.Schooler and now my son is/was very please with the teachers and the curriculum. Darryl watson
—Submitted by Darryl Watson, a parent
Hillsdale, I would say is the best in our district. I would recommend this school to anyone. Just take a look at those test scores!
—Submitted by a parent
This school was so-so. Don;t believe the hype. Caldwell is an excellent band teacher and my child had a few favorite teachers. This community did not appeal to me. I think this area gets a far better rating than it truly deserves.
—Submitted by Sam, a parent
I am currently at hillsdale middle school in my 8th grade year and overall it has been a very above average school.The teachers are excellent and even though I personally haven't been a big fan of the new principal I do think he has done a good job with our school. The band and Honors Drama programs are both excellent with the band being led by the award winning Spencer Caldwell and Mr.Reed, and the Drama program being led by the charismatic and inspiring Toni Cleveland. In my 3 three years of being at this school, I have been very pleased with it.
—Submitted by Emily, a student
I have two childrens at Hillsdale and I am very satisfied with the school programs and the teachers, the teachers are very dedicated to help their students succeed.
—Submitted by erika prado, a parent
High academic standars. Quality teachers. My kids enjoy attending this school.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
460 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
461 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
445 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
445 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
447 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
470 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 89% |
| Males | 81% |
| African American | 83% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 91% |
| Students with disability | 44% |
| Students with no reported disability | 87% |
| English learner | 39% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 80% |
| All Students | 82% |
| Females | 81% |
| Males | 81% |
| African American | 67% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | 41% |
| Students with no reported disability | 83% |
| English learner | 42% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 73% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 88% |
| African American | 94% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 91% |
| Students with disability | 82% |
| Students with no reported disability | 90% |
| English learner | 38% |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 85% |
| African American | 71% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 88% |
| Students with disability | 65% |
| Students with no reported disability | 86% |
| English learner | 64% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 57% |
| Females | 59% |
| Males | 55% |
| African American | 23% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 64% |
| Students with disability | 43% |
| Students with no reported disability | 57% |
| English learner | 26% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 38% |
| All Students | 81% |
| Females | 83% |
| Males | 78% |
| African American | 57% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 86% |
| Students with disability | 60% |
| Students with no reported disability | 81% |
| English learner | 30% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 59% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 71% |
| Males | 74% |
| African American | 53% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 78% |
| Students with disability | 26% |
| Students with no reported disability | 76% |
| English learner | 22% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 47% |
| All Students | 87% |
| Females | 85% |
| Males | 88% |
| African American | 71% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | 75% |
| Students with no reported disability | 87% |
| English learner | 35% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 76% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 15% | 49% | ||
| Multiple or No Response | 14% | 3% | ||
| African American | 5% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 19% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| Chaldean | 29% | 0% | ||
| Arabic | 14% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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